GEOMETRY IN ELEMENTARY EDUCATION 2: from National Curriculum Parameters to the Common National Curriculum Base

Abstract

This article was constructed from discussions woven throughout the development of the subject Teaching and Learning of Geometry in Basic Education, taught in the (…). With the objective

of analyzing how the teaching of Geometry in the final years of Elementary School is proposed, according to the PCN and the BNCC, and to identify similarities and differences between these proposals, it was discussed with the methodological theoretical framework of Depth Hermeneutics, proposed by John B. Thompson, to understand both internal aspects of these documents, such as their organization, objectives and proposals related to the teaching of Geometry in stages, as well as aspects related to the social, political and economic context in which these documents were produced and disseminated. Among several discussions about these movements, we highlight that some contents started to appear in different cycles, and they have been anticipated; the BNCC expanded the approach for some concepts and procedures by proposing the exploration of the description of algorithms for geometric constructions and for solving problems; moreover, some contents that appeared on the final years of Elementary School of PCN are not contemplated in the BNCC, however, our data are insufficient to affirm that these have been suppressed, being necessary to compare them with the PCN of the initial years of Elementary School and of High School, in order to verify the possibility of these having been anticipated or postponed.